Why is it Fun to be Frightened? Quiz

What text structure is used in "Why is it Fun to be Frightened?"?

• Problem and Solution

• Description

• Compare and Contrast

• Sequence

• Cause and Effect

Tags

CCSS.RI.9-10.2

CCSS.RI.9-10.3

Describe how the author orders her ideas within the text (HINT: Pay attention to how the author formats/divides the text).

• The author explains her experiment, introduces the topic, discusses her findings and concludes.

• The author introduces the topic, explains her experiment, discusses her findings and concludes.

• The author explains her experiment, introduces the topic, concludes and discusses her findings.

• The author discusses her findings, explains her experiment, introduces the topic, discusses her findings and concludes.

Tags

CCSS.RI.9-10.3

PART A: What is the author's tone in the text? Tone is the author's attitude towards the subject.

• Happy

• Hopeful

• Investigative

• Informal

Tags

CCSS.RI.9-10.4

CCSS.RL.9-10.4

PART B: Which of the following supports the answer to Part A?

• "We also used mobile EEG technology to compare 100 participants’ brainwave activity as they sat through 15 minutes of various cognitive and emotional tasks before and after the attraction." (Paragraph 9)

• "This Halloween, maybe challenge yourself to at least one fun scary experience and prepare to unleash your inner superhero." (Paragraph 18)

• "Few horror movies have achieved similar notoriety, and it’s credited with kicking off the steady stream of slasher flicks that followed." (Paragraph 1)

• "As I experienced myself after all kinds of scary adventures in Japan, Colombia, and all over the U.S., confronting a horde of zombies can actually make you feel pretty invincible." (Paragraph 13)

Tags

CCSS.RI.9-10.1

CCSS.RL.9-10.1

CCSS.W.9-10.9

PART A: Which statement identifies the central idea of the text? (RI.1.2)

• Whether the scary experience is real or not, people often feel a sense of relief after the experience what is easily mistaken for elation.

• While the brain function of some people decreases following a scare, other people experience increased brain function related to stress.

• Experiencing fun-scary things together has proven to strengthen bonds between people and make relationships last longer.

• Many people who willingly engage in scary experiences in safe settings experience positive reactions in their brains.

Tags

CCSS.RI.9-10.2

CCSS.RL.9-10.2

PART B: Which detail from the text best supports the answer to Part A? (RI.1.1)

• “Over the course of about 35 minutes, visitors experienced a series of intense scenarios where, in addition to unsettling characters and special effects, they were touched by the actors, restrained, and exposed to electricity.” (Paragraph 7)

• “In other words, highly intense and scary activities — at least in a controlled environment like this haunted attraction — may ‘shut down’ the brain to an extent, and that in turn is associated with feeling better.” (Paragraph 11)

• “Doing intense, exciting, and thrilling things together can make them more fun and help create rewarding social bonds.” (Paragraph 16)

• “While the fight-or-flight response is universal, there are important differences between individuals — for example, in genetic expressions, environment, and personal history — that help explain why some loathe and others love thrills and chills.” (Paragraph 17)

Tags

CCSS.RI.9-10.1

CCSS.W.9-10.9

How does the author’s discussion of the film Halloween contribute to text? (RI.1.3)

• It provides an example of a scary movie that offers the controlled fear that gives viewers a fun-scary experience.

• It highlights the differences between being scared by a film and being scared by an interactive haunted house.

• It shows how the film Halloween comments on viewers’ real fears, which makes the movie too close to reality to be fun.

• It provides evidence that watching a scary movie causes the same positive reactions in the brain as going through a haunted house does.

Tags

CCSS.RI.9-10.1

CCSS.RI.9-10.2

CCSS.RI.9-10.3

CCSS.RI.9-10.5

CCSS.RL.9-10.1

How do paragraphs 16-17 contribute to the development of ideas in the text? (RI.2.5)

• They emphasize that not all people enjoy being scared and that fun-scary experiences have to be a choice.

• They prove that responding positively to fun-scary experiences is a natural response experienced by everyone.

• They stress the social benefits of engaging in fun-scary experiences being worth the risk that one might dislike it.

• They prove that enjoying fun-scary experiences is uncommon and most people are not going to choose to be scared.

Tags

CCSS.RI.9-10.1

CCSS.RI.9-10.2

CCSS.RI.9-10.3

CCSS.RI.9-10.5

How does Kerr’s word choice develop the tone in paragraphs 6-11? (RI.2.4)

• Kerr creates a regretful tone by explaining participant’s reactions to the experience.

• Kerr creates an ominous tone by describing the attraction.

• Kerr creates a factual tone by detailing the results of the study.

• Kerr creates a lighthearted tone by including a personal anecdote about a scary experience.

Tags

CCSS.RI.9-10.4

CCSS.RL.9-10.4